Teachers’ Perceived Communication Instructional Skill for Improving Teaching in Primary School in Enugu State, Nigeria

Abstract

This study was carried out to investigate teachers’ perceived communication instructional skill for improving teaching in Enugu State, Nigeria. The study was guided by two research questions. The descriptive survey design was adopted for the study. The sample size of the study is 1,196 teachers. Multistage sampling technique was used in the selection of the sample size. The instrument used for data collection was the Teachers’ Perceived Communication Instructional Skills Questionnaire (TPCISQ). To ensure the reliability of the instrument, a trial test was conducted by administering 30 copies of the questionnaire to 30 public primary school teachers in Awka, Anambra State, which is outside the study area. Cronbach Alpha was used to determine the internal consistency of the items. Result of the analysis yielded an overall coefficients value of 0.87. The data collected in the study were analyzed using mean and standard deviation. Based on the findings of the study, it was revealed that teachers need the following communication skills: listening to the pupils attentively when they ask questions; giving proper feedback to the questions raised by the pupils; repeating instructions orally or in writing and so on.